This page is for the 4 lesson sequence. Add a lesson and we can see them all and sort what we need. HERE:
I think the only way to condense lesson 1 is to cut out the click and drag activity on the IWB. Unfortunate because an opportunity for active learning collaboratively. As far as I can see it is the only way. All the other elements of the lesson are necessary. Chat later. Lil 3/10 6.40pm
I agree Lil I think that we need to condense lesson 1 a bit but not sure how. Any ideas???? Maybe we could take out the whole class click and drag activity that would cut down about 10 mins. Just a thought. Cass 3/10 5.26pm
Hi Cass and Josh, Wow this lesson sequence looks great. There is a lot there, we might need to check our time of 50 minutes because there is heaps and time will go quick. I think the development of the survey questions and criteria for assessing different forms of rubbish disposal could overlap as a learning centre for literacy. What do you think? It's just that a good 10 or even 20 minutes could be spent on these important elements of the lesson sequence. Going outside and general organisation takes time as well. I think we have a lesson that is well over 50 minutes. I've added approx times and erred on least time rather than more. Just don't want to pack too much in. See what you think and alter, just putting it out there. Lil 3pm 3/10
Hi Lil and Josh I have been working on our lesson sequence using the notes from last nights chat and the ideas that Josh added this morning. So far I have only refined lesson 1 but thought I would post if here for you to look at anyway. Will post each lesson as I complete it (before our chat tomorrow night). I am not sure if we are covering too much in the first lesson but let me know what you think. Cheers Cass 2/10 5.40pm
Hi guys I have now looked at and refined each of the lessons so here they are. Let me know what you think. Cheers Cass 2/10 7.46pm
Lesson 1 – Tuning In
Introduction to the topic – discuss types of food packaging, providing physical examples, and how the way in which we dispose of these impacts on the environment. (5min)
Use IWB to display images (where are these going to coming from) of packages polluting waterways and parks and facilitate a whole class discussion about ways to reduce this pollution incorporating the concept of reduce, reuse, recycle.
Take students into the school yard to see what types of packaging (rubbish) are lying around during the walk talk about where they think this rubbish might end up. Looking for responses such as in waterways and parks as per pictures. ( at least 10 min)
Complete a whole class activity that reinforces the students understanding of types of packaging that can be reduced, reused or recycled.Use the IWB with images randomly placed on the screen and have students take turns to click and drag these images sorting them into the appropriate category reinforcing the definitions of reduce reuse and recycle. (10 min)
Divide students into 4 groups with approximately 6 students in each group.More competent students are grouped with those who require more assistance. The special needs student will work within group 4, alongside student A and assisted by the integration aide, and be allocated a specific task or tasks within this group. (5 Min)
Group 1 and Group 2 will sort the packaging within their own lunchboxes into each of the 3 categories and discuss amongst themselves alternate forms of packaging that can reduce waste.
Groups 3 and 4 will analyse the class bin (as best they can) to see what they have done with their packaging already this day, how much packaging is in there and what could have been recycled, reused. (10 min)
Regroup as a whole class and brainstorm alternative forms of packaging on IWB. (10 min)
Split the class in 1/2 to discuss survey questions and criteria for assessment or rubbish disposal (10-15 min)
Discuss and develop survey questions to be used to survey other students within the school on the types of packaging contained within their lunchboxes and their thoughts on alternative forms of packaging.
Discuss and develop criteria for assessing different forms of rubbish disposal within the school eg: amount and placement of rubbish and recycle bins within the yard and buildings.
The teacher will record the ideas of alternate forms of packaging, survey questions and assessment criteria on the class wiki for future reference.
Lesson 2 – Finding Out
Students to work within 4 groups as allocated in lesson 1.
Group 1:Will use the survey questions posted on the class wiki that were decided upon in lesson 1 to compile the survey.Questions are specific to types of packaging contained within lunchboxes and alternative forms of packaging for ease of collating results.This group will survey random students within each class throughout the school.
Group 2: Will use the "Why Recycle" resource from the learning federation - explore ways to reduce the effects of packaging on the environment.As there are enough laptops for each student to use this will be done individually.The students will share their findings will other members in the group on the appropriate page within the class wiki.
Group 3: Will explore the environmental benefits of reduce, reuse and recycle using Ollie's World.As there are enough laptops for each student to use this will be done individually.The students will share their findings will other members in the group on the appropriate page within the class wiki.
Group 4:This group will assess the ways available within the school yard and buildings for disposing of rubbish using the criteria decided upon in lesson 1 that is on the class wiki. The criteria includes things such as how many bins there were around the school, how many recycling bins in each classroom and where does most the rubbish sit in relation to the bins. The students will record their findings on the class wiki for future reference.
Lesson 3 – Sorting Out
Group 1: Collate results of survey undertaken in lesson 2.Graph (using what?I am not sure) the results and write a narrative using Microsoft word that explains the results.
Group 2: Visit the class wiki and decide on which information will be used to create a poster that contains a narrative that describes ways to reduce the effects of packaging on the environment.
Group 3:Visit the class wiki and decide on which information will be used to create a powerpoint presentation explaining the environmental benefits of reduce, reuse and recycle.
Group 4: Visit the class wiki to obtain the findings from the assessment undertaken in lesson 2.Use Microsoft Publisher to develop posters and fact sheets that explain how to minimize packaging, reduce waste and recycle around the school.
Lesson 4 – Making sense In this lesson one student from each group will present their information to the class and their parents who have been invited to attend.
At the end of this lesson all information will be made available to the school as a whole via the intranet.The teacher may require the assistance of the IT teacher to do this.The posters produced by group 4 will also be displayed in prominent areas around the school.
I don't mind at all Lil I think what you have put together is fantastic. Chat soon Cass 1/10 6.15pm
Hi Cass and Josh, I have also put together a brief lesson sequence. Cass it's not the same as yours however I ran with some ideas and thought I'd better put it together to see what it looked like. We can add, delete or tweak as needed. I think the more we have to play with the better off we are. I hope you don't mind. Look forward to chatting tonight. Cheers Lil 1/10 5pm. Sequence of 4 Lessons Lesson Time: 50 minutes for each lesson. Lesson 1: Tuning in Introduce the topic of food packaging. Provide examples of the range of packaging available such aspaper, plastic, paper, cardboard and reusable containers. Define re-useable, recyclable and waste. Place the students into groups ensuring more competent students are grouped with students that require more assistance.
Each group is required to sort a bag of random packaging into three piles of paper and cardboard, plastics and rubbish. Students must categorise the packaging and discuss the effects of each group upon the environment. Students must discuss and record their findings on the class wiki. During snack time, a quick survey of what sort of packaging is in the students’ lunch boxes. Data will be recorded on the class wiki and will be used for the next lesson. Lesson 2: Finding out Students are placed into three groups and each group is allotted a task. Group 1: Students’ explore methods of reducing the effects of packaging on the environment using a learning resource from The Learning Federation called, “Why Recycle?” http://econtent.thelearningfederation.edu.au/ed/viewing/L32/index.html Students’ record their thoughts on the class wiki under their groups’ heading. Group 2: Devise questions and organise with the other grade 3/4 teacher to arrange a suitable time to survey the students’ lunch boxes. Questions should be brief and explicit regarding the types of packaging in the lunchboxes. Questions are recorded on the class wiki and are added to or edited as needed. Group 3: Plan and discuss as a group how the information can be presented. Explore different methods to communicate the classes’ findings. Report suggestions on the class wiki. Lesson 3: Sorting Out Students are required to graph the data from the lunchbox survey completed in lesson 1. In groups, the students record alternate suggestions of storing the food in their lunchboxes in order to reduce packaging. Each student can add suggestions to the class wiki. Group 1: Report their findings from the learning resource to the class, writing the suggestions on the interactive whiteboard. Group 2: List the survey questions and as there are quite a lot the class decides which questions are appropriate for the lunchbox survey. An arrangement has been made for group 1 and 2 to conduct the survey with grade 3/4A class to be completed the next day. The final list of survey questions is added to the class wiki. Group 3: Discuss with the class the methods of presenting the information. Data can be presented as a graph, a poster, a written report, broadcast through the PA system as a school community announcement or as a brochure.
The three groups choose a method of presentation and record their thoughts on the class wiki. Lesson 4: Making Sense Each group presents their findings of the benefits of reducing packaging and the survey results from both grades. The remaining component of the presentation will be suggestions and recommendations to reduce packaging and the impact that packaging has on the environment. Group1: Students’ in this group present their information as a written report on a Microsoft Word document. Group 2: The students’ chose to present their information in the form of a brochure using Microsoft Publisher. Group 3: Presenting their information to the whole school at the weekly school assembly in the form of a slide show using Microsoft Power point. I have put together a brief lesson sequence using the information from our chat session on Monday night. It is not very detailed but thought that we could go into that more during our chat tonight. I hope it's Ok. Cheers Cass 1/10/09 4.30pm Lesson 1 – Tuning in This lesson will be an introduction to various types of packaging eg: plastic, paper, tin foil, reusable containers etc. and whether they are reusable, recyclable or waste. Facilitate a whole class discussion about each of the 3 main types – reusable, recyclable and waste.Use the interactive whiteboard to brainstorm what types of packaging fit into each category.Eg: tin foil – recyclable, chip packet – waste, ziplock bag or Tupperware container – reusable. Develop a survey to be completed by other classes within the school to determine the types of packaging contained within students’ lunchboxes eg: yoghurt tub – recyclable, ziplock bag recyclable etc. Lesson 2 – Finding out Students are divided into 3 groups as allocated by the teacher. Group 1: Conducts the survey of other classes within the school Group 2: Investigate what types of packaging can be reused and recycled. Group 3: Investigate the environmental benefits of reduce, reuse and recycle. Lesson 3 – Sorting out Group 1: Collate and graph the results of the survey to determine the amounts of reusable, recycling and waste packaging. Group 2: Use the information obtained during lesson 2 to write a narrative explaining the types of packaging that fit within each of the categories. Group 3: Use the information obtained within lesson 2 to write a narrative explaining the environmental benefits of reduce, reuse and recycle. Lesson 4 – Making sense Each group creates 1 or 2 slides to form a powerpoint presentation to be made available on the school intranet. Group 1: Use the graph created in lesson 3to create a slide describing the amount of waste that is contained within students’ lunchboxes and what can be done to reduce this. Group 2: Use the narrative from lesson 3 to create a slide that depicts the types of packaging that are reusable, recyclable and waste. Group 3: Use the narrative from lesson 3 to create a slide that promotes the environmental benefits of reduce, reuse, recycle. Lesson 1 - introduction/Tuning in
Introduce food packaging providing examples of various packaging.
Discuss range of packaging such as paper plastic reusable containers etc.
Define reuseable recyclable and waste.
I had groups of 4 sort random bag of various forms of packaging into the appropriate groups. Collate results and add as a class using excel on interactive whiteboard viewed by the whole class. (Lil) Explore different types of packaging and their effects on the environment. (Cass) Lesson 1 suggestions from Sharon Tuning in can be sorting different types of packaging ... it gets students tuned in to the subject of the inquiry ... and is hands on. They could do a quick survey of what sorts of packaging is in their lunch boxes that day and do a graph Lesson 2 Finding out Explore different ways to reduce the effects of packaging on the environment eg: reduce, reuse, recycle. (Cass)
We could place students in 3 groups to provide alternative suggestions for students' lunch boxes - How they could have their food packaged in future. Give each group a package type and the students' need to write about the impact that package has on the environment? (Lil)
The students' could do a survey of the other grade 3/4's (only two classes of 3/4 level at this school) regarding packaging and lunch boxes? (Lil) Sharon's input re: Lesson 2
A survey is a good idea because they are doing some 'finding out'. as well as writing questions and thinking critically and creatively Lesson 3 Sorting Out Sharon's input re:lesson 3
Yes, Cass ... and remember that it's an inquiry so they might ask a range of people for their views (even if that's other students in the class) ... but an inquiry is about gathering information (data) and making sense of it it's really about analysis ... this is what we found out (10 kids had greaseproof paper; 15 had plastic; 12 had glass ... etc) and now this is how we make sense of that Dr Sharon Pittaway (Ins) > they could graph their results - they could write a narrative about the results ... they could chart the results ... so you see what I mean? Lesson 4 - Making Sense (presenting)
Present the benefits of reducing packaging and the ways of doing so to the school as a whole either via a school assembly or school intranet. (Cass)
I think that students need to work in groups (just like us) and present their ideas in a form that they have chosen eg: poster, powerpoint presentation, oral presentation. (Cass) I was thinking that a power point is a good way to present information because students' don't have to stand in front of assembly. Each group could create a slide. (Lil) Sharon's input re: Lesson 4
There needs to be some sort of presentation of the data (the results of the inquiry). You could have teams of people working on both, because it would be difficult for all students in the class to work on the same thing - and boring for them too.
Some students will be fine about standing up at assembly, but others won't - they might be more keen to work behind the scenes on putting something together for the newsletter, or the intranet, or a brochure to be distribtued at Agfest
I think the only way to condense lesson 1 is to cut out the click and drag activity on the IWB. Unfortunate because an opportunity for active learning collaboratively. As far as I can see it is the only way. All the other elements of the lesson are necessary. Chat later. Lil 3/10 6.40pm
I agree Lil I think that we need to condense lesson 1 a bit but not sure how. Any ideas???? Maybe we could take out the whole class click and drag activity that would cut down about 10 mins. Just a thought. Cass 3/10 5.26pm
Hi Cass and Josh, Wow this lesson sequence looks great. There is a lot there, we might need to check our time of 50 minutes because there is heaps and time will go quick. I think the development of the survey questions and criteria for assessing different forms of rubbish disposal could overlap as a learning centre for literacy. What do you think? It's just that a good 10 or even 20 minutes could be spent on these important elements of the lesson sequence. Going outside and general organisation takes time as well. I think we have a lesson that is well over 50 minutes. I've added approx times and erred on least time rather than more. Just don't want to pack too much in. See what you think and alter, just putting it out there. Lil 3pm 3/10
Hi Lil and Josh I have been working on our lesson sequence using the notes from last nights chat and the ideas that Josh added this morning. So far I have only refined lesson 1 but thought I would post if here for you to look at anyway. Will post each lesson as I complete it (before our chat tomorrow night). I am not sure if we are covering too much in the first lesson but let me know what you think. Cheers Cass 2/10 5.40pm
Hi guys I have now looked at and refined each of the lessons so here they are. Let me know what you think. Cheers Cass 2/10 7.46pm
Lesson 2 – Finding Out
Lesson 3 – Sorting Out
Lesson 4 – Making sense
In this lesson one student from each group will present their information to the class and their parents who have been invited to attend.
At the end of this lesson all information will be made available to the school as a whole via the intranet. The teacher may require the assistance of the IT teacher to do this. The posters produced by group 4 will also be displayed in prominent areas around the school.
I don't mind at all Lil I think what you have put together is fantastic. Chat soon Cass 1/10 6.15pm
Hi Cass and Josh, I have also put together a brief lesson sequence. Cass it's not the same as yours however I ran with some ideas and thought I'd better put it together to see what it looked like. We can add, delete or tweak as needed. I think the more we have to play with the better off we are. I hope you don't mind. Look forward to chatting tonight. Cheers Lil 1/10 5pm.
Sequence of 4 Lessons Lesson Time: 50 minutes for each lesson.
Lesson 1: Tuning in
Introduce the topic of food packaging. Provide examples of the range of packaging available such as paper, plastic, paper, cardboard and reusable containers. Define re-useable, recyclable and waste. Place the students into groups ensuring more competent students are grouped with students that require more assistance.
Each group is required to sort a bag of random packaging into three piles of paper and cardboard, plastics and rubbish. Students must categorise the packaging and discuss the effects of each group upon the environment. Students must discuss and record their findings on the class wiki. During snack time, a quick survey of what sort of packaging is in the students’ lunch boxes. Data will be recorded on the class wiki and will be used for the next lesson.
Lesson 2: Finding out
Students are placed into three groups and each group is allotted a task.
Group 1: Students’ explore methods of reducing the effects of packaging on the environment using a learning resource from The Learning Federation called, “Why Recycle?” http://econtent.thelearningfederation.edu.au/ed/viewing/L32/index.html Students’ record their thoughts on the class wiki under their groups’ heading.
Group 2: Devise questions and organise with the other grade 3/4 teacher to arrange a suitable time to survey the students’ lunch boxes. Questions should be brief and explicit regarding the types of packaging in the lunchboxes. Questions are recorded on the class wiki and are added to or edited as needed.
Group 3: Plan and discuss as a group how the information can be presented. Explore different methods to communicate the classes’ findings. Report suggestions on the class wiki.
Lesson 3: Sorting Out
Students are required to graph the data from the lunchbox survey completed in lesson 1. In groups, the students record alternate suggestions of storing the food in their lunchboxes in order to reduce packaging. Each student can add suggestions to the class wiki.
Group 1: Report their findings from the learning resource to the class, writing the suggestions on the interactive whiteboard.
Group 2: List the survey questions and as there are quite a lot the class decides which questions are appropriate for the lunchbox survey. An arrangement has been made for group 1 and 2 to conduct the survey with grade 3/4A class to be completed the next day. The final list of survey questions is added to the class wiki.
Group 3: Discuss with the class the methods of presenting the information. Data can be presented as a graph, a poster, a written report, broadcast through the PA system as a school community announcement or as a brochure.
The three groups choose a method of presentation and record their thoughts on the class wiki.
Lesson 4: Making Sense
Each group presents their findings of the benefits of reducing packaging and the survey results from both grades. The remaining component of the presentation will be suggestions and recommendations to reduce packaging and the impact that packaging has on the environment.
Group1: Students’ in this group present their information as a written report on a Microsoft Word document.
Group 2: The students’ chose to present their information in the form of a brochure using Microsoft Publisher.
Group 3: Presenting their information to the whole school at the weekly school assembly in the form of a slide show using Microsoft Power point.
I have put together a brief lesson sequence using the information from our chat session on Monday night. It is not very detailed but thought that we could go into that more during our chat tonight. I hope it's Ok. Cheers Cass 1/10/09 4.30pm
Lesson 1 – Tuning in
This lesson will be an introduction to various types of packaging eg: plastic, paper, tin foil, reusable containers etc. and whether they are reusable, recyclable or waste.
Facilitate a whole class discussion about each of the 3 main types – reusable, recyclable and waste. Use the interactive whiteboard to brainstorm what types of packaging fit into each category. Eg: tin foil – recyclable, chip packet – waste, ziplock bag or Tupperware container – reusable.
Develop a survey to be completed by other classes within the school to determine the types of packaging contained within students’ lunchboxes eg: yoghurt tub – recyclable, ziplock bag recyclable etc.
Lesson 2 – Finding out
Students are divided into 3 groups as allocated by the teacher.
Group 1: Conducts the survey of other classes within the school
Group 2: Investigate what types of packaging can be reused and recycled.
Group 3: Investigate the environmental benefits of reduce, reuse and recycle.
Lesson 3 – Sorting out
Group 1: Collate and graph the results of the survey to determine the amounts of reusable, recycling and waste packaging.
Group 2: Use the information obtained during lesson 2 to write a narrative explaining the types of packaging that fit within each of the categories.
Group 3: Use the information obtained within lesson 2 to write a narrative explaining the environmental benefits of reduce, reuse and recycle.
Lesson 4 – Making sense
Each group creates 1 or 2 slides to form a powerpoint presentation to be made available on the school intranet.
Group 1: Use the graph created in lesson 3 to create a slide describing the amount of waste that is contained within students’ lunchboxes and what can be done to reduce this.
Group 2: Use the narrative from lesson 3 to create a slide that depicts the types of packaging that are reusable, recyclable and waste.
Group 3: Use the narrative from lesson 3 to create a slide that promotes the environmental benefits of reduce, reuse, recycle.
Lesson 1 - introduction/Tuning in
Introduce food packaging providing examples of various packaging.
Discuss range of packaging such as paper plastic reusable containers etc.
Define reuseable recyclable and waste.
I had groups of 4 sort random bag of various forms of packaging into the appropriate groups. Collate results and add as a class using excel on interactive whiteboard viewed by the whole class. (Lil)
Explore different types of packaging and their effects on the environment. (Cass)
Lesson 1 suggestions from Sharon
Tuning in can be sorting different types of packaging ... it gets students tuned in to the subject of the inquiry ... and is hands on. They could do a quick survey of what sorts of packaging is in their lunch boxes that day and do a graph
Lesson 2 Finding out
Explore different ways to reduce the effects of packaging on the environment eg: reduce, reuse, recycle. (Cass)
We could place students in 3 groups to provide alternative suggestions for students' lunch boxes - How they could have their food packaged in future. Give each group a package type and the students' need to write about the impact that package has on the environment? (Lil)
The students' could do a survey of the other grade 3/4's (only two classes of 3/4 level at this school) regarding packaging and lunch boxes? (Lil)
Sharon's input re: Lesson 2
A survey is a good idea because they are doing some 'finding out'. as well as writing questions and thinking critically and creatively
Lesson 3 Sorting Out
Sharon's input re:lesson 3
Yes, Cass ... and remember that it's an inquiry so they might ask a range of people for their views (even if that's other students in the class) ... but an inquiry is about gathering information (data) and making sense of it
it's really about analysis ... this is what we found out (10 kids had greaseproof paper; 15 had plastic; 12 had glass ... etc) and now this is how we make sense of that Dr Sharon Pittaway (Ins) > they could graph their results - they could write a narrative about the results ... they could chart the results ... so you see what I mean?
Lesson 4 - Making Sense (presenting)
Present the benefits of reducing packaging and the ways of doing so to the school as a whole either via a school assembly or school intranet. (Cass)
I think that students need to work in groups (just like us) and present their ideas in a form that they have chosen eg: poster, powerpoint presentation, oral presentation. (Cass)
I was thinking that a power point is a good way to present information because students' don't have to stand in front of assembly. Each group could create a slide. (Lil)
Sharon's input re: Lesson 4
There needs to be some sort of presentation of the data (the results of the inquiry). You could have teams of people working on both, because it would be difficult for all students in the class to work on the same thing - and boring for them too.
Some students will be fine about standing up at assembly, but others won't - they might be more keen to work behind the scenes on putting something together for the newsletter, or the intranet, or a brochure to be distribtued at Agfest